下面是范文網(wǎng)小編分享的高一上冊(cè)英語(yǔ)的教學(xué)設(shè)計(jì)模板3篇(人教版高一英語(yǔ)教案設(shè)計(jì))，供大家賞析。

高一上冊(cè)英語(yǔ)的教學(xué)設(shè)計(jì)模板1

　　教學(xué)準(zhǔn)備

　　教學(xué)目標(biāo)

　　1.引導(dǎo)學(xué)生通過(guò)上下文理解生詞的含義：

　　anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out

　　2. 幫助學(xué)生掌握文中一些描述事物和情景的生動(dòng)手法，從而體會(huì)作者的思想情感，把握文章的精髓。

　　3 幫助學(xué)生通過(guò)兩個(gè)故事，對(duì)生活在大洋的虎鯨能有更多的了解，同時(shí)對(duì)虎鯨給予我們?nèi)祟?lèi)忠實(shí)的幫助產(chǎn)生由衷的感激，從而加強(qiáng)動(dòng)物保護(hù)和環(huán)境保護(hù)意識(shí)。

　　教學(xué)重難點(diǎn)

　　1.引導(dǎo)學(xué)生通過(guò)上下文理解生詞的含義：

　　anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out

　　2. 幫助學(xué)生掌握文中一些描述事物和情景的生動(dòng)手法，從而體會(huì)作者的思想情感，把握文章的精髓。

　　3 幫助學(xué)生通過(guò)兩個(gè)故事，對(duì)生活在大洋的虎鯨能有更多的了解，同時(shí)對(duì)虎鯨給予我們?nèi)祟?lèi)忠實(shí)的幫助產(chǎn)生由衷的感激，從而加強(qiáng)動(dòng)物保護(hù)和環(huán)境保護(hù)意識(shí)。

　　教學(xué)過(guò)程

　　Step1 Lead –in &Warming-up(5mins)

　　問(wèn)題導(dǎo)入——教師呈現(xiàn)問(wèn)題和圖片

　　T: Have you seen plants andanimals that live under the sea? Where did you see them? What’s this? Yes,they’re killer whales. How much do you know about them? I’ll show you a shortvideo.

【意圖說(shuō)明】 在讀前這個(gè)環(huán)節(jié)，通過(guò)幾個(gè)問(wèn)題，激發(fā)學(xué)生原有的對(duì)海洋生物的知識(shí)儲(chǔ)備，再展示一些相關(guān)的圖片，認(rèn)識(shí)一些常見(jiàn)海底動(dòng)物的英文名稱(chēng)。最后出現(xiàn)虎鯨的形象，以?huà)伋鰡?wèn)題What’sthis? How much do you know about them?來(lái)引出今天閱讀的主角——虎鯨。先播放一段視頻——“虎鯨捕獵”的場(chǎng)面。

　　Step2 Pre-reading (Predicting)(2mins)

　　T: Now please look at the title“Is Old Tom an old man?” Right, it’s notan old man. It’s the name of a killer whale. Here are two pictures of thekiller whale. Can you guess what happened to him?

【意圖說(shuō)明】標(biāo)題導(dǎo)讀是指導(dǎo)英語(yǔ)閱讀的重要方法。通過(guò)解讀題目，觀察文中的插圖，讓學(xué)生預(yù)測(cè)故事的內(nèi)容，這樣更能激起他們的閱讀興趣。

　　Step3 While-reading (28mins)

　　Task 1 Fast-reading(3mins)

　　What’s the main idea of the passage? Read the passage quickly and completethe following sentences.

　　The text consists of two ________written by Clancy.They are mainly about how Old Tom helped the whalers ________a whale and savedJames from the _______.

　　Explain new words:

　　anecdote: short, usuallyamusing story about a real person or event

【意圖說(shuō)明】采用完成句子的形式來(lái)給出文章的大意，這樣很大程度上降低了難度，可以讓更多的學(xué)生能夠完成，從而產(chǎn)生成就感。

　　Task 2 Careful-reading(3mins)

　　Read the first story again and finish the chart.

　　Fill in the blanks.

【意圖說(shuō)明】訓(xùn)練學(xué)生尋找細(xì)節(jié)信息的閱讀技能，同時(shí)突出本課的生詞和短語(yǔ)。要求學(xué)生不看書(shū)來(lái)完成，這樣更具有挑戰(zhàn)性。

　　Task 3 Discussing and Speaking(5mins)

　　Discuss in pairs and answer the following questions.

　　What’s the relationshipbetween Old Tom and the whalers?

【意圖說(shuō)明】活動(dòng)2的填表活動(dòng)只是幫助學(xué)生對(duì)故事主要情節(jié)有大概的了解，而這個(gè)環(huán)節(jié)的提問(wèn)是為了幫助學(xué)生進(jìn)一步讀懂文章, 對(duì)文章有更深的理解和思考，培養(yǎng)他們的批判性思維，使他們能夠正確對(duì)待動(dòng)物與人類(lèi)之間的關(guān)系。

　　Task 4 Read the second story again and finish the chart.(2mins)

　　Fill in the blanks.

　　Task 5 Discussing and Speaking(15mins)

　　Read the second story and answer the following questions:

　　1. How did Old Tom help James?

　　2. As far as you know , what other animals everhelp out human beings in history?

【意圖說(shuō)明】這里給學(xué)生時(shí)間去交流他們所知道的動(dòng)物救人的奇聞?shì)W事，然后請(qǐng)個(gè)別小組來(lái)匯報(bào)討論結(jié)果，與全班同學(xué)來(lái)分享故事。如果學(xué)生知道的不多，教師可讓他們閱讀以下三個(gè)小故事。出國(guó)留學(xué)網(wǎng)

(公元前5世紀(jì)，古希臘歷史學(xué)家希羅多德記載過(guò)一件奇事：音樂(lè)家阿里昂乘船返回希臘時(shí)，水手們意欲謀財(cái)害命。阿里昂乞求水手們?cè)手Z他演奏生平最后一曲。他奏完樂(lè)曲就跳入大海，一頭海豚游過(guò)來(lái)馱起這位音樂(lè)家，將他送到了伯羅奔尼撒半島。

　　有一個(gè)車(chē)?yán)习遐s著馬車(chē)從山上往山下走，這時(shí)轅馬的套掉了，老板俯下身想揀起來(lái)，沒(méi)想到穿在身上的棉大衣被壓在車(chē)輪底下，將人帶了下去。在這千鈞一發(fā)之際，轅馬一口將車(chē)?yán)习宓鹌?，隨著巨大的慣性向山下跑去，一直跑到安全地帶，車(chē)才慢慢停下來(lái)，把人輕輕放下，這時(shí)馬跑了一身汗。”戰(zhàn)獸醫(yī)師說(shuō)，“這個(gè)老板心地非常善良，平時(shí)與馬很有感情，從來(lái)不打馬，這次有難，是馬救了他。

” 1999年《哈爾濱晚報(bào)》登載了這樣一條新聞:黑龍江省阿城市有一個(gè)聾啞人，有一天坐在火車(chē)道上，當(dāng)火車(chē)路過(guò)這里時(shí)，怎么鳴叫他也聽(tīng)不見(jiàn)。這時(shí)，在路邊吃草的一只山羊見(jiàn)到了，它拼命地跑了過(guò)來(lái)，用角把這個(gè)人推出了道軌，而它來(lái)不及躲避，不幸壯烈犧牲。)

　　3. What conclusion can we come to after weshare these stories?

【意圖說(shuō)明】通過(guò)交流幾個(gè)動(dòng)物救人的感人故事，學(xué)生會(huì)由衷地產(chǎn)生對(duì)動(dòng)物的喜愛(ài)和感激之情，會(huì)認(rèn)識(shí)到大自然的一切，我們都要感恩，都要愛(ài)護(hù)，我們與動(dòng)物要和諧相處，世界才會(huì)更美好。

　　Step4 Languageappreciation(10mins)

【意圖說(shuō)明】接下來(lái)這個(gè)環(huán)節(jié)是要引導(dǎo)學(xué)生學(xué)會(huì)鑒賞文章中語(yǔ)言的美，這也是本節(jié)課的一個(gè)重點(diǎn)部分。學(xué)生可根據(jù)自己的真實(shí)想法，給出他們認(rèn)為寫(xiě)的精彩的句子，以及給他們留下最深印象的場(chǎng)面。

　　In the first story, which sentences do you thinkbest describe the scene of the whale hunt and the actions of Old Tom? In thesecond story, what scene impresses you most?

　　在學(xué)生各抒己見(jiàn)之后，教師可著重分析以下幾個(gè)句子。

　　We ran down to the shore in time to see an enormousanimal opposite us throwing itself out of the water andthen crashing down again.

　　我們及時(shí)趕到岸邊，看到對(duì)面有一個(gè)龐大的動(dòng)物猛力躍出水面，然后又墜落到水里。

　　Throwing itself out of the water 形象地表現(xiàn)了鯨躍出水面的動(dòng)作。throw的用法很靈活，能表達(dá)出豐富的含義。如：

　　I felt discouraged when he threw cold water on myidea.

　　他給我的想法潑冷水時(shí)，我感到很沮喪。

　　She threw herself into a chair and began to cry.

　　她倒在椅子上，哭了起來(lái)。

　　The fire threw hundreds of workers out of work.

　　大火使幾百個(gè)工人失業(yè)。

…when we approached him, I saw James being firmly held up in the water by Old Tom.

　　當(dāng)我們靠近他的時(shí)候，我看到老湯姆在水中正穩(wěn)穩(wěn)地托著詹姆斯。

　　Step4 Homework

　　1. Surf the Internet andlearn more about the killer whale and other marine animals.

　　2. Try to retell the story using your own words.

高一上冊(cè)英語(yǔ)的教學(xué)設(shè)計(jì)模板2

　　教學(xué)準(zhǔn)備

　　教學(xué)目標(biāo)

　　知識(shí)目標(biāo)

　　1.Get students to learn the useful words and expressions in this unit.

　　Eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to

　　2.Help students to learn about disabilities and life of the disabled.

　　能力目標(biāo)

　　1.Let students read the passage Marty's Story to develop their reading ability.

　　2.Enable students to know that people with disabilities can also live well.

　　情感目標(biāo)

　　1.By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.

　　2.Help them understand more about how challenging life can be for the disabled.

　　3.Develop students' sense of cooperative learning.

　　教學(xué)重難點(diǎn)

　　教學(xué)重點(diǎn)

　　Get students inspired by positive stories of the people with disabilities.

　　教學(xué)難點(diǎn)

　　1.Develop students' reading ability.

　　2.Help students understand the difficulties the disabled have to overcome.

　　教學(xué)過(guò)程

?Step 1　Warming up

　　1.Warming up by discussing

　　First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.

　　Do you know any famous people who are disabled?

　　What difficulties do they have to overcome in daily life?

　　What have they achieved?

　　Suggested answers：

　　Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.

　　Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.

　　Helen Keller was deaf and blind，but she was a great writer.

　　2.Warming up by talking

　　First，ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next，work with partners to talk about what disability they might have according to each description below the picture.

　　Suggested answers：

　　Rosalyn is in a wheelchair. She has walking difficulty.

　　Richard has difficulty with eyesight，so he can't read the questions or write the answers for his college entrance exams.

　　Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema).

　　Gao Qiang was born with Down's Syndrome，which is a mental disability. Some Doun's Syndrome Down's Sufferers have made a good career as actors.

?Step 2　Pre-reading

　　ask students to read the short paragraph in Pre-reading carefully and find out the purpose of the website “Family Village”.

　　Suggested answers：

　　1.To give ordinary young people with a disability a chance to share their stories with others.

　　2.To inspire other disabled people.

　　3.To get non-disabled people to understand more about how challenging life can be for people with disabilities.

?Step 3　Reading

　　1.Skimming

　　Give students 2 minutes;ask them to read the passage fast to fill in the blanks：

　　Sum up the main idea of each paragraph：

　　Paragraph 1：A(n)______ to Marty and his muscle disease.

　　Paragraph 2：How the disease ______.

　　Paragraph 3：Marty met a lot of ______ at school.

　　Paragraph 4：How his life has become ______.

　　Paragraph 5：The ______ of his disease.

　　Suggested answers：

　　Paragraph 1：An introduction to Marty and his muscle disease.

　　Paragraph 2：How the disease developed/started.

　　Paragraph 3：Marty met a lot of difficulties at school.

　　Paragraph 4：How his life has bec ome easier.

　　Paragraph 5：The advantages of his disease.

　　2.Scanning for detailed information

　　ask students to read the passage carefully to locate the detailed information.

(1)First ask students to read paragraph one and complete the chart below.

(2)Next read paragraphs two and three and choose the best answer.

　　Why did the doctors cut out a piece of muscle from Marty's leg?

　　a.Because they could cure the disease by cutting it out.

　　B.Because they wanted to use it as a specimen(標(biāo)本).

　　C.Because they w ould transplant(移植) the new muscle.

　　D.Because they wanted to find out the cause of the disease.

　　Key：D

(3)Read paragraph four and answer the following questions：

①What is Marty's ambition?

②What is Marty's achievement?

③What is Marty's hobby?

　　Suggested answers：

①M(fèi)arty's ambition is to work for a firm that develops computer software when he grows up.

②Marty invented a co mputer football game and a big company decided to buy it from him.

③As well as going to the movies and football matc hes with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.

(4)Ask students to find Marty's advice in paragraph five.

　　Suggested answers：

　　Don't feel sorry for the disabled.Don't make fun of them.Don't ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.

?Step 4　Consolidation

　　1.Ask students to read the whole passage and choose the best answers.

(1)Which of the following is false?

　　a.Although there are a few students who look down upon him，Marty never gets annoyed.

　　B.Marty leads a meaningful life and does not feel sorry for being disabled.

　　C.Marty only spends time with his pets and never with his friends.

　　D.Marty's disability has made him more independent.

(2)From the passage we can infer that ______ .

　　a.Marty asks others to feel sorry for him

　　B.Marty never loses heart

　　C.Marty is afraid of being made fun of

　　D.Marty will not accept any encouragement because he has grown stronger psychologically

　　Keys：(1)C　(2)B

　　2.Ask students to work together to write a mini biography for Marty according to the text.

　　3.Discuss in pairs to get the main idea of the passage by filling in the blanks.

　　Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.

　　Suggested answers：disabled;sorry;enjoys

?Step 5　Discussion

　　1.Ask students to discuss the following questions in small groups.

(1)How did Marty's feeling changed over time?

(2)What kind of person do you think Marty is?Can you use adjective words to describe him?

　　Suggested answers：

(1)The change of Marty's feeling over time：

　　Hopeful→hopeless→stupid→not get annoyed→good/busy

(2)We can see Marty is optimistic/brave/independent/strong-minded.

　　2.Show a video of “Qianshou Guanyin” t o the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”

?Step 6　Appreciation

　　ask students to read two poems for appreciation when facing obstacles in the future.

　　Facing Obstacles (Two poems by Tom Krause)

　　The Heart of the Strong

　　Strong is the heart that knows not the way

　　of comfort and ease while living each day.

　　Yet continues to believe from the depths of its soul

　　That the future is destined to silver and gold.

　　Strong is the heart whose yearning is waned

　　By storms in life filled with heartache and pain.

　　Yet still gives its all—everything that it can

　　In search of a dream—God's ultimate plan.

　　When there is a victor y—when battles are won

　　When burdens are lifted and bright shines the sun—

　　When struggling souls gather—where heroes belong—

　　They find in themselves—the heart of the strong.

　　Carry On

　　at times when you feel troubled

　　When your happiness is gone

　　look to the heart within you

　　For the strength to c arry on.

　　In your heart you will find special virtues

　　Such as faith and hope and love.

　　These gifts have been sent down to you

　　From a power up above.

　　It is faith that keeps the soul searching

　　For the joy the heart hopes for.

　　It is lo ve that heals the spirit

　　making it stronger than before.

　　and if your heart be broken

　　If your strength should fade away

　　The power of these virtues

　　Will still win out the day.

　　So remember when you are troubled

　　When your happiness is gone

　　look to the heart within you

　　For the strength to carry on.

　　課后習(xí)題

　　Homework

　　1.Retell Marty's Story according to the minibiography.

　　2.Surf the Internet to learn more about the life ofdisabled people.

高一上冊(cè)英語(yǔ)的教學(xué)設(shè)計(jì)模板3

　　教學(xué)準(zhǔn)備

　　教學(xué)目標(biāo)

　　教學(xué)目標(biāo)

　　1. Ability goals 能力目標(biāo)

　　To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.

　　To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.

　　2. Learning ability goals 學(xué)能目標(biāo)

　　To enable the Ss to talk about animals under the sea.

　　To help the Ss know the importance of the relationship between animals and humans.

　　教學(xué)重難點(diǎn)

　　教學(xué)重點(diǎn)和難點(diǎn)

　　Teaching important points 教學(xué)重點(diǎn)

　　Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.

　　Teaching difficult points 教學(xué)難點(diǎn)

　　1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.

　　2. Help the Ss tell apart from Before, During and After in the story.

　　教學(xué)過(guò)程

　　Step1. Warming Up : Talk about animals under the sea.

　　1. Have you ever seen some marine animals?

　　2. What have you seen, and where have you seen them?

　　I have seen a/some/many…… in/on/from……

　　amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral

　　Step2. Fast-reading:

　　1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.

　　2. Find out the Main Idea of the passage: What’s the first story mainly about?

　　Step3. Careful-reading:

　　1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?

　　2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.

　　Stage1: before the hunt: (para. 2-6):

　　old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…

　　Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.

　　Stage2&3: Dur ing and after the hunt: (para. 7-9):

　　Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.

　　Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.

　　Conclusion: They have amazing relationship. They work as a team

　　Step4 : Summary

　　Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.

　　on the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.

　　Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.

　　課后習(xí)題

　　課后作業(yè)

　　Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.

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